Inquiry Teaching And Practice Of Analytic Geometry In Senior High School

In the reform of basic education, inquiry teaching research and practicehas become an important issue for research workers and teachers. Based onthe theory of constructivism learning theory, metacognitive learning theoryand re-invention, etc., using literature research, action research method,interview method, investigation method, and studied how to smoothly carryout exploratory analytic geometry in high school classroom teaching activities,analyzed the implementation of inquiry teaching is analytic geometry effect,exploring teaching strategies such as improving the effectiveness of inquiryteaching of mathematics topic. The full text is divided into six parts.The first part gives the background of the problem, research purpose andsignificance, domestic and foreign relevant research of the status, innovation,research methods;The second part is an overview of inquiry-based teaching, throughliterature analysis summarizes the implication of inquiry-based teaching, themain features, and combined with high school, the teaching of analyticgeometry and analyses the factors influencing the research-style teaching ofanalytic geometry and analytic geometry inquiry-based teaching practicalsignificance;The third part birelfy describes the related theory of inquiry teaching is tosupport;The fourth part is deeply discussed in combination with the teachingpractice exploration teaching strategy and implementation pirnciple ofanalytic geometry;The fitfh part gives a high school four section analytic geometry teachingcase, concrete practice on how to implement inquiry teaching, and analysis;Part6in our school two science comparable as expeirment object, anddiscusses the implementation of inquiry teaching high school in analyticgeometry teaching experiment. The experimental results show that theanalytic geometry is carried out exploratory teaching in high school to student’s influence is mainly manifested in several aspects: the experimentalclass student’s result has increased signiifcantly; Experimental classes and thatin comparative classes students participate in exploring the positive degree ofanalytic geometry class, interest in learning has significant difference;Experimental class students found in analytic geometry study process, putforward was improved, the ability to solve mathematical problems andmathematical application consciousness enhancement, have significantlydifferent with that in comparative classes; Experimental class students’ unitycooperation ability is improved, increased interaction between teachers andstudents, communication is more harmonious.Through research，implementation of inquiry-based teaching in high schoolmathematics teaching，we should pay attention to the following problems:mathematics teachers to improve their theoretical accomplishment，grasp theconnotation of inquiry teaching, grasp the effective teaching strategy, carrieson the reasonable teaching design; In the teaching should be according to theiraptitude，exploratory teaching combined with other teaching methods canimprove the effectiveness of the analytic geometry teaching; Analyticgeometry research-style teaching high school students should be combinedwith the original knowledge and ability, do it step by step, the penetration ofthe practice teaching in the classroom, is conducive to cultivating students’inquiry ability and innovation spirit.